皮亚杰建议，儿童通过4个年龄相关的思维阶段的进展，通过测试逻辑应用到他们的智力，从实践发挥，通过象征性的发挥（幻想/假装游戏），游戏规则。这个孩子拥有许多可以应用于“图式”的对象、思想和概念的心智运算。图式（一个实体的意识）可以进行测试和调整，适当的时间，通过“同化”和“住宿”。皮亚杰表示，孩子天生能协调现有的模式与另一个同时进行各种活动，或使用一个以上的模式来解决问题。换句话说，学习影响了进一步学习的方法。通过吸收新知识到现有的模式，孩子的知识和模式得到加强，但可能是错误的。随着进一步的感官刺激，新的信息可以容纳到现有的模式，或进入一个新的模式，让孩子认识到自己的推理缺陷。通过对现有图式（适应性）的影响，巩固心智结构（同化）和成长之间的内在愿望，使学习者渴望学习。这种渴望达到顶峰时，经验推，但不过度拉伸的能力，处理和吸收或容纳新的信息。
英国萨里论文代写:皮亚杰
Piaget suggested that children progress through 4 age-related stages of thought by testing the logic applied to their intelligence, beginning with practice play, through symbolic play (fantasy/pretend play), to games with rules. The child possesses a number of sets of mental operations which can be applied to objects, ideas and concepts known as 'schemas'. The schema (awareness of an entity) can be tested and adapted where appropriate over time, through 'assimilation' and 'accommodation'.Piaget indicated that the child is innately able to co-ordinate existing schemas with one another to undertake various activities at once, or use more than one schema to solve a problem. In other words, learning influences the approach to further learning. By assimilating new knowledge into existing schemas, the child's knowledge and schemas are enhanced, but may be incorrectly. With further sensory stimulation, new information can be accommodated into existing schemas, or into a new schema where the child recognises a flaw in their reasoning. The innate wish for equilibrium between consolidating mental structures (assimilation) and growth through the impact of knowledge on existing schemas (adaptation) gives the learner a thirst for learning. This thirst reaches its peak when the experience pushes but does not over-stretch the capacity to process and either assimilate or accommodate the new information.
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